Pitman, Gayle E. 2014. THIS DAY IN JUNE. Ill. Kristyna Litten. Washington, DC. Magination Press. ISBN 978-1-4338-1658-1.

BIBLIOGRPAHY 

Pitman, Gayle E. 2014. THIS DAY IN JUNE. Ill. Kristyna Litten.  Washington, DC. Magination Press. ISBN 978-1-4338-1658-1. 

PLOT SUMMARY 

A celebration of LGBT pride is shown through a parade with people, flags, outfits, signs and more. People of all walks of life join in the celebration with different ways of showing their pride for their community with rainbow flags, allies holding posters, different signs and symbols for each representation. The reading guide at the end gives a summary and explanation for the different groups within the LGBT community filled with history and meaning for the illustrations.  

CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS) 

The characters in this LGBT story are authentically represented through their props in the parade of rainbow flags and clothing. This reflects the celebration of the parade as we see “Rainbow arches Joyful marches” because it is a celebration of the LGBT pride. We see the parade is joyful through the characters expressions as they smile, jump for joy, hug and cheer. We see the interaction of other cultures in the page where there are spectators in the parade with no smiles as we read “Sidewalk shaking tummies aching.” This is consistent with contemporary times as this topic can be uncomfortable for people not part of this community. This story is rich in LGBT cultural details as we see the parade filled with rainbow flags, rainbow clothing, same-sex couples marching in the parade, extravagant outfits, and equality posters. The information in the readers guide gives specific examples of each illustration. 

 For example, “This day in June/ Parade starts soon!” This page is at the beginning of the story and the readers guide explains how this parade commemorates the Stonewall riots. This book celebrates diversity as we see many different ethnicities of people as well as people of all ages. This story invites readers to reflect on the illustrations through the readers guide because it is rich in details that complement the illustrations. This story meets the criteria for LGBTQIA+ picture books. The illustrations in this story are full of color, detailed examples, facial expressions and everything representative of a pride parade. The illustrations take up the majority of the pages and the words are minimal, but the format is appealing because the reader's guide makes the reader go back and look at the illustrations and understand the meaning to them. 

REVIEW EXCERPTS 

Publishers Weekly, 03/31/14 

School Library Journal, 06/01/14 

Stonewall Book Award, 2015 

Publishers Weekly (March 31, 2014): “Pitman, in her first book for children, salutes the LGBT parades that take place across the U.S. in June. Her couplets keep things marching steadily forward, but it’s Litten’s artwork that creates a sense of joyous excitement and showcases the diversity on display.” 

School Library Journal (June 1, 2014): “At the end of the book, a “Reading Guide” provides explanations for the images and allusions in the book. Additionally, a “Note to Parents and Caregivers” offers suggestions for talking to various age levels of children about LGBT families.” 

CONNECTIONS 

Readers can research the history of the Pride parade and find details as to why June is the designated month for Pride Awareness.  

Adults can lead a discussion to ask and answer questions using the readers guide to answer their questions.  

Readers can read other LGBTQIA+ pride and parade books available to them.  

Neilson, Emily. THE RAINBOW PARADE. ISBN: 978-0-593-32658-9 

Genhart, Michael. RAINBOW: A FIRST BOOK OF PRIDE. ISBN 978-1-43383-087-7 

Woodgate, Harry. GRANDAD’S PRIDE. ISBN 978-1-49981-461-3 

 

Bailey, Jenn. 2019. A FRIEND FOR HENRY. Ill. Mika Song. San Francisco, CA. Chronicle Books. ISBN 978-1-4521-6791-6.

BIBLIOGRPAHY 

Bailey, Jenn. 2019. A FRIEND FOR HENRY. Ill. Mika Song. San Francisco, CA. Chronicle Books.  ISBN 978-1-4521-6791-6. 

PLOT SUMMARY 

Henry, a young boy with a disability goes about his day at school waiting to meet a friend. Every classmate he interacts with turns out to be a situation of a misunderstanding or he does not enjoy the way they play. Henry struggles to make a friend, but in the end, he connects with a classmate who he enjoys playing with.  

CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS) 

The characters in this story are authentic and not stereo-typed because each student is dressed in everyday school clothes. They are all portrayed playing appropriately for school-aged children. We see a good balance of everyday situations of a normal school day where students seek the teachers' help in a situation that needs attention. Henry has a difficult time playing with his classmates as he interacts with several children, but he eventually finds another student who shares similar traits of enjoying their own space and playing in a specific way. The setting is representative of the characters’ environment in the story as they are school-aged children and are shown interacting in the classroom and the outside playground equipment.  

Henry’s behavior of becoming overwhelmed with the way other students play or do certain things is consistent with children with diverse abilities. The illustration of Henry’s teacher asking him to sit with her as she reads a book to regulate his emotions is an accurate depiction of differentiated instruction for children who need help regulating their emotions. Henry sat “But couldn’t see the pictures,” here we see how he is trying to regulate his emotions alongside his teacher. This picture book celebrates diversity because we see inclusion of children with diverse abilities experiencing the school day amongst classmates by learning through play and learning from misunderstandings as well as regulating emotions with assistance. This story meets the criteria of quality literacy for neurodiverse abilities, friendship, and determination. The illustrations are simple and invite the reader to reflect and analyze the determination it takes for a child with diverse abilities to overcome adversity in a school setting where children develop social skills.   

REVIEW EXCERPTS 

Booklist, 02/15/19 

Horn Book Magazine, 05/01/19 

Kirkus Reviews, 01/15/19 

Publishers Weekly Annex, 12/24/18 

Schneider Family Book Honor, 2020 

School Library Journal, 02/01/19 

Booklist (February 15, 2019 (Vol. 115, No. 12)): “Bailey’s debut picture book allows readers to empathize with a child, despite overt difference, has needs that are much the same as everyone else’s.” 

Horn Book Magazine (May/June 2019): “Song’s pastel-hued ink and watercolor illustrations depict realistic social situations in a supportive and diverse classroom, paying particular attention to facial expressions ranging from frustration to joy.” 

Kirkus Reviews (January 15, 2019): “Song’s style allows for small impression and intentional gaps, like her rough hair textures and the outline of a fishbowl. It is in a state of becoming, like the burgeoning friendship. Whether on the spectrum or not, friends don’t have to share everything, just enough, and this book sweetly provides.” 

CONNECTIONS 

Students can discuss with each other how they saw Henry’s behavior change throughout the story. 

Inviting students to share a personal experience of a time they played with another friend and possibly had a misunderstanding that needed to be addressed with an adult would be a great way to have students discuss social interactions from playing with others.  

Having students act in different scenarios where social interactions can teach children how to respond in situations where social emotional skills can be applied.  

Percival, Tom. MEESHA MAKES FRIENDS. ISBN 979-83-687-2352-5 

Capacilli, Alyssa Satin. THE LIBRARY FISH. ISBN 978-1-53447-707-0 

Bailey, Jenn. HENRY AND THE SOMETHING NEW. ISBN 978-1-79721-390-3